The vibrancy of School life bursts from the pages of this year’s edition of Manor House Life. Once again, we have lived life to the full and we continue to love what we do in the true spirit of our motto ‘To Love is to Live’. I am extremely proud of all that our pupils achieve across all aspects of School life.
Across the Creative Arts, highlights have included the many Music recitals and concerts we have enjoyed this year and within Musical Theatre and Drama, the Wizard of Oz was a show not to be missed.
The Prep School thoroughly enjoyed taking part in Shrek, the musical where Shrek and his trusty sidekick Donkey set out on a quest to defeat the fearsome dragon and rescue the beautiful Princess Fiona.
The Art produced this year has once again been outstanding and I am sure that you will enjoy browsing through these pages. Creative and Performing Arts continue to be a strength of our School and develop talents and skills across all age groups of which I am very proud.
Our Sports pages are packed with the achievements of both individuals and teams and the PE Department have offered new Sports this year to appeal to a wider audience. With a focus on well-being and mental health, our newly appointed Wellbeing Ambassadors have planned and implemented activities and initiatives to enhance everyday life. Buster our therapy dog began valuable work during the Senior School exam week and is rapidly becoming a welcomed face around School!
The new Nursery leadership team have introduced new ideas to enhance the experience of the youngest children and
I have enjoyed seeing this section of our School grow and flourish over the year.
The children have particularly enjoyed the new outdoor play area and their new trikes and bikes, and I am sure that the children are looking forward to the introduction of Swimming next year.
Our ISI inspection gave the inspection team an insight into a day in the life of Manor House School. I believe that their positive report and findings captured the essence of what we aim to achieve, and I was very pleased with the final report.
Although we are often looking ahead, particularly enjoy reflecting on the past life of Manor House School. This opportunity is enhanced when our alumnae come back to share vivid memories and tales of School life some 50 years ago. This year recall a particularly memorable visit from two sisters who had boarded back in the 1970s. They entertained us with tales of cold showers, enforced afternoon naps in their dorm (which is now the staff room) and being allowed to walk into Bookham on a Saturday morning if they had been good!
As we come to the end of our first year as a member of the Effingham Schools Trust, I am delighted with the developments and initiatives that have begun. We have refurbished much of the main house to ensure that the classrooms are bright and
We wish our new Head and Deputy Head Girl, and Senior Prefects the best of luck in their new leadership roles.
#futureleaders
fresh environments to work and learn. Across the School, we have participated in numerous partnership events shared later in this edition. Collaborating with Cranmore and St Teresa’s has been professionally rewarding for staff and we have been able to offer a range of new opportunities for our pupils.
Our new trust Sixth Form plans are progressing well, and current Year 10 pupils have begun collaborating with both Cranmore boys and St Teresa’s girls. Choosing options and visiting the new campus will be something to look forward to next year.
I hope you enjoy this edition of Manor House Life and as always, I look forward to working with you next year.
MS FANTHAM, HEADTEACHER
Ms Fantham, Headteacher 9 27 20 31
Head and Deputy Head Girl, Sienna M and Isobel B
Senior Prefect Team, Clara T, Emilia McB and Phoebe G
Focus On SCIENCE
THE POWER OF PRACTICAL WORK IN SCIENCE: INSPIRING GIRLS INTO STEM CAREERS
Science, Technology, Engineering, and Mathematics (STEM) are fields that drive innovation and solve complex global challenges. Despite the growing demand for STEM professionals, women remain underrepresented in these areas. One of the most effective ways to bridge this gap and inspire more girls to pursue STEM careers is through practical work in Science education. Hands-on experiments, interactive projects, and real-world applications of scientific concepts can ignite curiosity, foster a deeper understanding, and build confidence in young women.
MAKING SCIENCE TANGIBLE
Practical work in Science transforms abstract theories into tangible experiences. It moves beyond textbook learning, allowing students to see, touch, and manipulate materials and phenomena. This tactile engagement is particularly effective for girls, who often thrive in collaborative and interactive learning environments. This experiential learning not only solidifies knowledge but also makes Science more engaging and enjoyable. In Science the girls used the Senior laboratories from Year 3 upwards which enables all Upper Prep and Senior Science staff to deliver fully resourced subject specific sessions.
BUILDING CONFIDENCE THROUGH HANDS-ON EXPERIENCE
Practical work allows students to experiment, make mistakes, and learn from them in a supportive environment. This process of trial and error helps build resilience and problem-solving skills.
ENCOURAGING COLLABORATION AND TEAMWORK
Many practical Science activities require teamwork, which fosters collaboration and communication skills. These skills are essential in the STEM workplace, where projects often involve multidisciplinary teams. By working together on experiments, girls can see the value of diverse perspectives and learn to articulate their ideas effectively.
REAL-WORLD RELEVANCE
HUMANITIES Focus On
In the Classics Department we are always trying to bring the ancient world to life. Whether it’s acting out plays in the adventure playground, reenacting an ancient dinner party on classroom tables or performing a Greek sacrifice in the Summer Garden, allowing the girls to experience activities relating to the past is a great way for them to learn about ancient cultures. No pupils are harmed during sacrificial practices!
However, the most effective way to bring the ancient world to life is to enable the girls to walk in the footsteps of the ancients themselves. In October the Classics Department took a group of Year 10 and 11 pupils on an unforgettable trip to Rome and the Bay of Naples, with the aim of inspiring them in their study of antiquity.
Roman city life is a central aspect of the Classical Civilisation GCSE and the city of Rome itself, including multiple monuments and structures, features heavily in the Latin GCSE too. This made Rome an ideal starting point to the trip.
a surviving Roman insula (block of flats). Looking over the railings at the side of the road we could make out the original Roman street level with the paving still intact!
After lunch we visited our first museum of the trip on the Capitoline Hill – one of the seven hills of Rome. The girls at this stage were thankful for some shade and a chance to rest and took in a number of the rooms at a leisurely pace. Towards the end of the day, we marched north to the Trevi Fountain and the pace increased with the promise of gelato which did not disappoint!
Practical work in Science helps students make connections between what they learn in the classroom and real-world applications. This relevance to everyday life can be a powerful motivator, showing girls that their contributions to Science can lead to meaningful change in the world.
ROLE MODELS AND MENTORSHIP
Integrating practical work with mentorship from female scientists and engineers can further inspire girls. When girls see successful women in STEM roles, it challenges stereotypes and broadens their perceptions of who can be a scientist or engineer. Schools can invite women in STEM to lead workshops, share their career journeys, and offer guidance. These interactions provide girls with relatable role models and tangible proof that they too can succeed in these fields.
EARLY EXPOSURE AND SUSTAINED ENGAGEMENT
Early exposure to fun and stimulating Science activities can spark an interest that grows over time. Our Year 1 and 2 Science Club are always full of enthusiasm when Mrs Hoath leads them on a journey of discovery each week.
Practical work in Science is a powerful tool to inspire and prepare girls for careers in STEM. As educators, it is our responsibility to create inclusive, engaging, and inspiring learning environments that nurture the next generation of female scientists, engineers, and innovators.
Many material sources studied in the Classical Civilisation GCSE are also dotted throughout Pompeii and Herculaneum, two Roman towns that were covered in volcanic ash and pumice from the catastrophic eruption of Mount Vesuvius in 79 AD. These two sites are remarkably well preserved and provided the girls with invaluable insights into how the Romans lived.
The schedule was packed and so the site visits began immediately after landing in Rome. We were whisked straight off to Rome’s ancient port town of Ostia. Here the girls got their first taste of exploring long abandoned streets and propping up a bar in a 2000-year-old thermopolium!
The next day the step count was ramped up as the girls explored the city of Rome itself. Beginning the day at the Colosseum, the girls were awed at the size and grandeur of the building which has such a gruesome history. Soon after, we found ourselves winding our way through the arch of Titus (and squeezing in a group photo!) and onto the ancient Roman forum. Here the girls walked through the house of the Vestal Priestesses and rested in the shadow of Vesta’s temple where the flame once burned that had to stay lit, it was said, to ensure the survival of Rome itself. The ancient world is evident everywhere in Rome and during our lunch break we caught site of
Before leaving Rome the following day we made a stop at the Ara Pacis (the Altar of Peace) and were able to walk around the huge monument gazing at the architectural carvings up close that the girls had only seen as stamp sized images in a textbook. The coach journey south to our second hotel was filled with musical offerings from the Year 11s which kept everyone entertained. After dropping our bags off at the hotel near Sorrento we couldn’t resist the opportunity to take a paddle in the Bay of Naples with Vesuvius looming across the water.
The next morning began with a hike of 3.5km up Mount Vesuvius itself! This is an active (and steaming!) volcano, and the girls’ minds were put to rest by our knowledgeable guide about how closely seismic activity is monitored in the area. Vesuvius is responsible for the burial and preservation of Pompeii and Herculaneum which the girls have studied closely, and they relished the opportunity to gaze into the crater. It made for an excellent photo opportunity too! The remainder of the day was spent exploring the ancient city of Pompeii. Here the girls walked through ancient streets and saw first hand the homes, shops, and public spaces that once bustled with life. This site has a special significance for the girls as it was the home of Caecilius, whom many learned about from Year 7 to 9. I very much enjoyed visiting Caecilius’ home with some of the students and tracing his route to work in the forum imagining him, as he certainly would have done, stopping at shops or bars situated along the route. Conversations about Caecilius’ life experiences here helped to humanise the sprawling archaeological site. After such a long day all the girls were keen on an early night with no complaints from the teachers either!
The final day arrived with our final site visit to Herculaneum in store before heading to the airport in Naples. Herculaneum met a similar fate to Pompeii and is another treasure trove of preserved roads, houses and public buildings. Some say this site is superior to Pompeii in the richness of the mosaics and frescoes preserved and, as the girls were becoming quite accustomed to the material by this stage, it was great to see them comparing Herculaneum material with examples seen previously in Ostia, Rome and Pompeii.
On a School trip such as this, history isn’t just learned - it is experienced.
DR DUFFY
MRS WATERHOUSE
Focus On
MODERN
FOREIGN LANGUAGES
This year at Manor House School we have had many language events and competitions. These have been extremely fun experiences, and opportunities for girls of all age groups to mix and enjoy each others company.
In September we celebrated the European Day of Languages, which was a very big success. All of the students enjoyed a languagethemed mufti day and bake sale, as well as a very competitive ‘Find The Flags’ competition. In total we raised £930 for Plan International, our department’s ‘official’ charity. With this money we will continue to sponsor the education of three young girls: Zeinabou in Niger, Chelsy in the Philippines, and Estrella in Honduras.
In November, pupils in Year 10 and 11 went to Berlin for a German and History combined trip. They stayed for three nights and enjoyed some of the many things the city has to offer. Particular favourites were the Berlin Wall, Topography of Terror, going up the TV tower, having a tour around Sachsenhausen, and visiting the DDR museum, where we learnt a lot about Berlin’s history and about people’s lives during WW2. They also went to Christmas markets, where much gingerbread was eaten, a traditional German restaurant, and The Hard Rock Café. The opportunity to practise German when ordering food and buying souvenirs at the Christmas Markets was very useful and everyone became more confident talking to locals. One of everyone’s favourite parts of the trip was going up the TV tower as there was a beautiful 360 view of Berlin at night with many colourful lights.
In December, French, Spanish and German Year 9 pupls enjoyed a trip to Reed’s to take part in the Business Language Champions, ‘Glastonbury Goes Global’ competition. Our students competed against boys and girls from local schools to design and promote their own music festival, entirely in the target language. This was a very enjoyable day and the Spanish team were awarded the overall prize!
The first-ever Inter-House Translation Competition sparked a healthy rivalry between the Houses, but Discovery came out on top by just two points! More recently we had the Francophonie Day (French speaking countries day) when we had a school-wide Blooket quiz in form time with prizes, a French-themed lunch, French snacks, and viewing of the popular French TV show, “Nailed It”.
The Language Mentor Scheme continues to be very successful and we now have a team of 42 Mentors across Year 6 to 11. These students are invaluable to the Languages Department and do a lot of work around school to promote and support languages. Many of the Mentors in Year 9 to 11 give up their time to have a weekly 1:1 session with a younger student who is finding languages hard This is gratefully received and we hold ‘Graduation Ceremonies’ for those students who have made good progress and no longer need support, with cake and certificates. We have also recently elected a new Language Student Leadership Team: Ava T (Captain), Jocelyn B (Vice-Captain), Abi K (Mentoring) and Sophie B (Events).
AVA T, JOSSIE B, SOPHIE B AND ABIGAIL K, LANGUAGE CAPTAINS 2024-25
This year have particularly enjoyed the transition from four language lessons a week to six lessons a week. This has enabled me to improve my language skills faster and learn a large quantity of information to progress more effectively. In French and Spanish this year, we have done my new favourite topic – town - which I enjoy as it gives me the chance to talk about where live and would be useful when travelling to Spanish-speaking or Francophone countries. My favourite opportunity this year, however, was the Inter-House Translation Competition, as enjoyed trying to translate Italian – a language none of us knew but which is very similar to Latin and Spanish. Overall this year has been a very busy yet successful year for everyone in the languages department, and we hope the spreading of languages around the school will continue into the coming year.
ABIGAIL K – YEAR 10 FRENCH AND SPANISH STUDENT
FOOD AND NUTRITION IN KEY STAGE 3 Focus On
This year, Year 7 practised knife skills and the safe preparation of fruit, vegetables, meat and other protein foods. They also looked at food safety, food storage and hygiene practices. Chicken and Fish Goujons seem to have been the favourites as well as Leek & Potato Soup and Carrot & Apple Muffins. Pupils enjoyed finding out how yeast works then putting their knowledge into making a perfect batch of bread rolls!
We looked at what makes a healthy balanced diet using the Eat Well Guide to explain why we need plenty of fibre and water in our diets.
In Year 8, pupils built on their skills to produce a wide variety of meals for the family. They made cheese sauce for a Primavera Pasta Bake, Chicken Stir Fry and Curry, Meatballs, Pizza, Shepherd’s Pie, Fish Cakes and Stuffed Peppers. They explored a variety of cooking methods and processes to look at how heat affects different ingredients, like gelatinisation of starch in a sauce. They looked at the science behind cooking methods and experimented with poaching, grilling, oven baking and steaming to name a few. Pupils also investigated the functions of the main macronutrients and micronutrients that the body needs, where we should get them from and how much we need.
We tried to use seasonal produce in the Summer Term, for example, making delicious Summer Fruit Mini-Cheesecakes. We discussed how to reduce food waste too!
Year 9 researched the food traditions and cultures of countries from around the world and chose two dishes that reflected those cultures. For their Multicultural Menu, they made fresh pasta, focaccia bread, fajitas, and various chicken and fish dishes. They made shortcrust pastry to produce a Mediterranean Vegetable Quiche. As part of the food science topic, they investigated raising agents when making cakes and other desserts like perfecting the fine art of making a Swiss Roll, Sausage Rolls, Summer Fruit Meringues and a Strawberry Custard Tart.
As part of the nutrition topic, Year 9 looked at energy balance and how energy dense foods can be identified as well as ways to modify dishes to increase the beneficial nutrient content and reduce the fats, salt and sugar levels.
MRS KNIGHT
NURSERY AND KINDERGARTEN
NURSERY AND KINDERGARTEN
What a busy year in Nursery and Kindergarten! On top of their weekly Forest School and specialist lessons, children enjoyed messy play, fun outside and even a Lego workshop.
The main event at Christmas was their Nativity production. The children had been practising for many weeks, learning songs and dances. They dazzled in their costumes and sang beautifully. A great end to the term was the Christmas party and they were thrilled to have a surprise visit from Father Christmas!
The children enjoyed participating in Easter Egg Races with Lower Prep and of course an Easter Egg Hunt.
We all celebrated the importance of reading in line with World Book Day. Children engaged in a whole week of book themed activities. They loved dressing up as their favourite book characters. To further their learning about books they were lucky to be able to experience several visitors during this period, an Illustrator, Storyteller and an Author.
Kindergarten and Reception were very lucky to have a visit from two local community Police Officers. They learnt about the important role that they play to keep us safe. They loved the uniform and of course the siren and blue lights! Continuing the theme of people that help us, EYFS were treated to a visit from the Fire Brigade who talked about the importance of fire safety and why they wore a special uniform with reflective material and strong boots. Children were thrilled to have a guided tour of the fire engine but the most fun was had from having a turn at using the water hose on the lawn!
Kindergarten have really enjoyed learning all about how plants grow. In the greenhouse, children planted a selection of seeds and took plant cuttings. They really enjoyed looking after them and watching them grow.
We are always delighted for parents to come into the Nursery setting to celebrate the children’s achievements and performances.
For Mother’s Day, Nursery and Kindergarten joined forces with Lower Prep to read their poems and sing about how much they love their mummies. Everyone enjoyed afternoon tea and the presenting of gifts and cards.
At the Father’s Day Breakfast, Daddies enjoyed tucking into a super breakfast spread with their children before school.
We closed the academic year with Sports Day. They were all very excited to receive badges and stickers for their amazing efforts.
MS LUKE
RECEPTION
Reception children have had such a fantastic year, they have worked so hard and made excellent progress in reading, writing and mathematics. Lessons are taught through a topic-based curriculum that covers our seven areas of learning.
In the Autumn Term the children explored what makes them marvellous through our topic ‘Marvellous Me’ and enjoyed learning and acting out traditional tales such as Little Red Riding and The Elves and the Shoemaker before Christmas, along with visiting the Rose Theatre to see Peter Pan, what a treat!
In the Spring Term, the children went on a mission to Space, where their classroom was turned into a Space Centre and they learnt about Neil Armstrong, Buzz Aldrin and Micheal Collins, the first men to set foot on the moon in 1969, along with making their own papier mâché planets.
Reception learnt about the roles of People Who Help Us such as vets (the Manor House School guinea pigs spent a week with us), doctors and nurses too. We were lucky enough to have visits from both the local police and firefighters. The children were engaged throughout, and they were able to try on uniforms, sit on the fire engine and even use the hose!
To celebrate Easter, Manor House School and Cranmore came together to go on an Easter Egg Hunt in the grounds of Manor House School where each child found a delicious chocolate egg.
During the Summer Term we went on safari! The children packed their suitcases, got on an aeroplane and headed to Kenya. They even saw the animals for themselves at Chessington World of Adventures where everyone had such a wonderful time. The children displayed great confidence performing their Assembly to the Prep School and their parents as they showcased their knowledge of the animals found in the African savannah with wonderful singing and actions.
Also in the last term, the children explored the seaside past and present!
YEAR 1 AND 2
This year, Key Stage 1 have had such fun in their learning!
The Magical Toys Workshop with Freshwater Theatre was fantastic. The girls were so engrossed in their imaginative role-play - moving like a stiff china doll, marching like a soldier, walking like old teddy bears and spinning like a top! Acting out being toys, we could see the different ways the toys moved and how they developed over time. There was much laughter all around.
Other trip highlights were visiting the Rose Theatre to see Peter Pan at Christmas. We had seats right at the front, so we didn’t miss a thing - though the crocodile was scary! It was another unforgettable experience to finish the term.
In the Spring Term, as part of our Humanities topic about Castles, the girls had a royal day at Windsor. We thoroughly enjoyed dressing up in different roles from footman to chef to Queen Victoria herself! Learning about life in this royal home was fascinating and we enjoyed visiting parts of the castle, defending it against imagined enemies, shooting our arrows over the battlements. It was very exciting to see real soldiers marching past us wearing their bearskin hats!
In French, the girls enjoyed lots of singing and dancing to help them practise their French phrases and simple sentences.
Pupils loved learning to use technology. Computers and iPads are used regularly throughout each week. From spelling tests, learning early block-coding skills to how to use spreadsheets, the girl’s self-confidence has grown so much across the year. Seeing children becoming able to help each other and ‘be the experts’ always helps their confidence grow. We also use them to practise letter formation and spelling as well as fun Maths games which helped the children to practise their skills.
Year 1 and 2 have also proved themselves to be very green-fingered – growing beans, nasturtiums and even a potato in a plastic bottle! The morning growth check of the seeds and plants was thrilling, although we quickly learnt that over enthusiastic watering might not be the best! As they say, every day is a learning day!
MRS DAVIES, MRS RICKERD AND MRS HASTINGS
YEAR 3
Year 3 has been such an exciting year, especially as it saw the girls transition into the Upper Prep School in the Main House!
The girls have become more independent as they take themselves off to their various lessons with their specialist teachers in French, PE, Music and Drama.
We read Katie Morag’s Island Adventures by Mairi Hedderwick which linked into our UK Humanities topic. The Iron Man by Ted Hughes and Fly, Eagle, Fly! An African Tale by Christopher Gregorowski both linked nicely to our wider learning from the English curriculum.
The girls enjoyed going to the Senior Science laboratory for Science, watched on by Mrs Hoath. They have had practical hands-on experience. Part of their topic on ‘Rocks and Fossils’ was looking at the properties of rocks. They worked in groups examining the rocks and investigating whether they were permeable, durable, had a high or low density and were either hard or soft. They then recorded and shared their results. For our topic on ‘Magnets and Forces’ we examined the magnets strength. We had fun looking at the forces acting on an object and recorded these results. The girls also loved attending the after-school STEM clubs.
The Lego Workshop was fun, as they designed and built models of buildings like an Egyptian Pyramid!
This year we hopped on a coach with pupils from the wider Prep School on a trip to the Polka Theatre, Wimbledon to watch a spectacular musical, Peter Pan.
Our trip to Fishbourne Roman Palace in the Autumn Term, complimented their study of Celts and Romans. In the Spring Term we visited the British Museum to see the Sutton Hoo exhibition, viewing the amazing Anglo-Saxon artefacts.
For our residential trip this year, we had a sleepover in our classroom! We were treated to much needed, delicious, cooked breakfast the following morning. Then off to Butser Ancient Farm in Hampshire where we got to experience life as an Anglo-Saxon. We had fun exploring an archaeological dig, making mosaics, creating jewellery as well as clunch making.
We were in the Chorus of Shrek too!
Mr Nash hosted a great Brass instrument assembly where everyone got to blow
raspberries! Jessie E was a natural at the Trumpet! Ms Summerly was thrilled we had found ourselves a future Brass Ensemble member!
Year 3 have grown and learnt to be independent and confident. They have enjoyed sharing their many and varied talents with their peers and are forging caring and healthy relationships ahead of Year 4.
I have been so proud of their achievements this year as I’ve watched them learn how to work individually and collaboratively as a team and support each other. Well done girls!
MRS HORROCKS
YEAR 4
It is no accident that our Year 4 class is known as Team 4D with the D representing determination and dedication. The girls really do love what they do because their learning is packed with opportunities for them to explore, question and ultimately feed their enquiring minds.
The experiences they have had this year, as illustrated in the images you can see, have challenged them to think, hypothesise and answer all sorts of interesting conundrums. For example, why did Henry VIII marry so many times? Which type of chocolate melts the fastest and which maths strategy is the most reliable for which question!
Team 4D have spent their year being creative and collaborative at every given opportunity and have grown into girls who problem solve (even in their daily tasks of organising what equipment they need when), make decisions and are proud of who they are.
It has been an exciting year!
MRS DARLINGTON
YEAR 5
Independence and resilience have been the watch words in Year 5. To facilitate this and to build friendships across the year group the girls started the year with a residential trip to Sayers Croft, Ewhurst. This built a sense of confidence and achievement, and our new girls quickly became part of the team. As well as being away from home, the girls experienced a wide range of challenging, teambuilding and exciting activities including Bouldering, Orienteering, Pond Dipping and a fascinating Bat Walk.
Maths and English lessons have been taught on a daily basis and the girls have risen to and enjoyed the challenges in both subjects. A particular highlight for each girl was writing their own original Ancient Greek Myth which stemmed from creating their own mythical creatures in words and pictures.
In Humanities the girls enjoyed studying the geography of South America and historical changes in the social history of Britain during the reign of Queen Victoria. By the Spring, they turned back the clock to Ancient Greece, learning about the legacies of the Ancient Greeks and enjoyed the world of Gods, Heroes and Monsters through the study and retelling of myths.
The discussion Year 5 had whilst reading the challenging novel, Journey to Jo’burg by Beverly Naidoo showed how empathetic
the girls have become. Through studying this novel and by interviewing South African members of staff and parents, the pupils have gained an insight into life in South Africa over the past 60 years.
Practical Science, in the Senior Laboratories, was enjoyed immensely because it gave the girls an opportunity to plan and carry out investigations and to embed theory and understanding.
MRS MCMILLAN
YEAR 6
Encouraging! Challenging! Full of opportunities! Joyous! Adventurous!
From field trips to Drama performances, singing at the O2 to kayaking in the Solent, life is never dull and there is always something exciting on the horizon!
This year, pupils worked hard, and became thoughtful role models, supporting and leading the younger children. They embraced as many opportunities as they could!
Year 6 is all about ensuring that academic skills are strong and can be applied across the curriculum and that the girls are confident and ready to embrace future challenges. Taking on roles of responsibility like being Captain of the various Sports Teams, Form Captain and Deputy Form Captain was a good start!
Our Science Ambassador loved helping to run the weekly Lower Prep Science Club as well as helping with the organisation of Year 6 Science lessons.
The Food Ambassador surveyed opinions to suggest options for the daily menus. New this year – our Wellbeing Ambassadors enjoyed discussing ways to help everyone enjoy life at School even more. They worked particularly hard for our Wellbeing Day in June.
The Playground Mentors enjoyed looking out for the Prep girls during short and long breaks - organising games for the younger girls and chatting about shared interests.
Lots of trips in Year 6 like investigating the River Tillingbourne, including very competitive Duck Racing! Put out those lights! Learning how to be part of the Home Guard and an ARP Warden at Henley Fort was great fun. Singing in A ‘Super Choir’ at the O2 was an experience unlikely to be repeated! Let’s not forget the magic of PGL on the Isle of Wight! We all stepped out of our comfort zone and tried something new at Little Canada!
The girls are all safe on the roads thanks to Bikeability and they all showed great compassion in wanting to raise money for the Children’s Book Project with their book sale. Who knew we had such sales superstars in our midst!
Year 6 took on the lead roles in Shrek for the Prep Production. They put on a fabulous show!
Year Six- what a year!
MRS HOLMES
UPPER PREP AND SENIOR TRIPS
Pupils have enjoyed an array of trips this year. They have ventured far and wide by bus, train, and plane to places like Berlin, Dorset, London, Portsmouth and Ewhurst. They have surveyed rivers, dressed up as Home Guards, jumped off boulders into the sea, seen the stars, watched professional actors on stage and marvelled at the works of Matisse and John Singer Sargent at the National Gallery. What a fun way to support their learning!
ST IVES TRIP
THE DRIVE
It was 6:30 am on a dark Thursday morning when the coach left for St Ives. During the drive, many people played card games or chatted with their friends and often took a nap as it was a long way to go. Because of this, our trip had plenty of stops to stretch our legs and have a snack at the services.
THE EDEN PROJECT
After around 6-7 hours we had finally made it to our first stop: The Eden project. This was probably one of my favourite bits of our trip to St Ives. Sadly, it was raining at the time but that didn’t stop us from making the most of the gardens. While I was there, I saw many interesting and beautiful plants, and even some birds called crested partridges too!
THE HOSTEL
After our trip to the Eden project, lots of us were exhausted so we were very happy to be able to rest for a bit. We had to carry our luggage there first though, but at least we earned our rest even more after that! We had a short briefing about the hostel itself and after being given our keycards, we made it to our rooms. Then we stayed in them until dinner (which was pizza) — it was very, very tasty!
DAY 2
Our first activity of the day was visiting the Tate St Ives. On the way there, I took quite a few photos of the sea as it was very near it. In the gallery, a local artist toured us around the gallery and explained what all the paintings meant and how they were created. As these were abstracts, we got to find out how much emotion went into creating a single mark on a page. As we went through the gallery, everyone noted down facts in their sketchbooks. We also had a few sketching activities where we would draw one another in different facial expressions and poses on top of each other (as it was a type of abstract art).
There were other activities too, but that one was my favourite as I enjoy drawing facial expressions and people in general.
Then, we had a chance to look around the shops before lunch. got some souvenirs for me and my family and ice cream!
After lunch we went to the Barbara Hepworth Gallery Workshop where we did some other activities like: Negative and positive space diagrams (in our sketchbooks) and creating sculptures with paper. very much enjoyed this activity because before we cut out shapes in paper, we went outside the gallery and took photos of leaf shapes to inspire us. To put them together, we were shown how to use slits in the paper (made with scissors) to slot the leaf shapes together and create our own sculptures.
We had macaroni and cheese for dinner. It was very delicious!
DAY 3
For the whole morning, we got to explore more of the shops in St Ives. After some exploring, my group all had pasties for lunch. Jemima had a sausage roll which was swiftly stolen by a seagull!
We visited the St Ives School of Painting. In this workshop, we looked at incorporating collage materials into our paintings. Before we did this though, we walked up to one of St Ives’ hills to get a nice view of the sea. Here, we did a few sketchbook studies and took inspirational pictures of the landscape.
We then started working on our paintings. I created a picture of the seashore by the beach with a few of the terraced buildings nearby.
For dinner we went to a sit-down Fish and Chip shop. I really enjoyed the food and we played UNO while we waited which was really fun! After our food — at about 8:00 pm, we went on an evening storytelling workshop and walk. It explored the many ghost stories related to St Ives. It was really interesting, and we even went to the graveyard! The sea and the wind in the night made for a very good effect.
After our final activity of the day, we went back to the hostel to have a few sweet snacks and hot chocolate. Then, finally, we went to bed.
DAY 4
Our first activity of the day was a clay head workshop at the hostel. It was fun to make whatever face or mask you wanted using the clay available. It could be realistic or abstract like in the art galleries we had seen on day 2. After the workshop, we went back into the shops in St Ives to get lunch — I had another pasty. (I’m not complaining, they’re delicious)! Then we had an outdoor workshop on the beach where we used items found on the beach to create abstract art that was full of emotion and shows the landscape around us. To do this we used black ink, sticks, leaves, pieces of maps, and pages from books.
After dinner we watched a movie and had hot chocolate and snacks before bed.
HOME TIME
The trip to St Ives was so enjoyable, creative, and memorable! It was probably the best trip I have ever been on!
EMILIA E, YEAR 8, ART SCHOLAR
GCSE ART AND DESIGN
Art is a strength of the school and a very popular GCSE option. Pupils are encouraged to work in a variety of materials including paint, textiles, three dimensional and printmaking.
Many pupils go on to study Art at BTec, A Level and Degree Level with some awarded Art Scholarships from their future schools. Numerous Manor House pupils have gone on to use Art for their careers, in areas such as fashion, theatre and graphic design, animation and education.
Every year, GCSE Art and KS3 Art is showcased in a special exhibition. On this page you will see examples of some of the excellent work produced.
MRS WILLIAMS
PREP SCHOOL DRAMA
“Shrek”
The Prep Production 2024 was Shrek, and once again the Prep pupils enthralled as all with their energy and enthusiasm. Vivid characterisation, vibrant costumes, scenery, enthusiastic solo and ensemble singing, combined with stunning choreography, all created a memorable performance. Year 6 were compelling in the main roles taking us to Shrek’s swamp, Fiona’s castle and Duloc.
MRS WILLIAMS
Amelia
Asha
Flora
Annabel
Annie
Jade
Charlotte
Holly
LAMDA
This year, 116 girls from Year 1 to 11 participated LAMDA examinations. An incredible 93% of students achieved Distinction and 7% High Merit. All of that hard work and dedication produced a fantastic set of results!
There are a range of pathways that the girls can choose from including Acting, Speaking Verse and Prose and Public Speaking. Each pathway has many benefits for the girls and will equip them with a range of skills that can be used throughout life.
Many people think that in order to take up LAMDA tuition they have to be good at Performing Arts but LAMDA can help in many ways and not just if you want to be on the stage. LAMDA tuition can help quiet, shy pupils find their voice, to gradually build confidence in speaking in front of others. Lessons can help pupils understand and develop effective communication skills, such as the importance of eye contact when talking to someone. This is one of the requirements for the entry examination grades, in the exam it is essential that pupils make eye contact with the examiner and learn not to fidget when they are presenting their pieces!
These small but essential skills can help us all in our lives, whether it be speaking in a School assembly or in interview situations, confidently presenting yourself as you walk into a room.
Not only do LAMDA examinations look great on the girls CV, they can also gain UCAS points for university when they take their Bronze, Silver and Gold exams. All the Year 11 girls this year achieved distinctions so were awarded the maximum UCAS points for that grade. Those extra points, are worth having!
I really think that LAMDA tuition is truly beneficial for all girls at Manor House and it is always a pleasure to welcome new girls onto the course.
MRS HAMER, A.L.A.M LAMDA TEACHER
LAMDA
SENIOR PRODUCTION
“The
Wizard of Oz”
This year our Senior production transported the audience over the rainbow and along the yellow brick road to the magical land of Oz. This well-loved tale was first immortalized in the film starring Judy Garland and has been enthralling audiences ever since. With a cast and backstage team of over 120 pupils, spectacular scenery and a wonderful array of colourful costumes, the Manor House School production of The Wizard of Oz was a memorable experience for all concerned.
MRS WILLIAMS
LAMDA
MUSIC
This academic year has been packed full of fantastic events in the Music Department, where pupils have collaborated in a huge variety of exciting opportunities.
Our year began with a recital celebrating Music Scholars and GCSE Music pupils, followed by a whole School Remembrance Service featuring a moving performance of ‘A Flower Remembered’ from the combined Prep and Senior Choirs. Our Autumn Term finished with a Carol Service that included all ensembles and choirs from across the School, including an opening solo from Clemmie P (Year 5), three kings: Aurelia H, Isla H and Martha M (Year 6) and a stunning duet of ‘In the Bleak Midwinter’ from Iona P and Jessie S (Year 9).
Our Spring Term kicked off with Year 6 journeying to the O2 to sing as part of a breathtaking Young Voices concert in which they sang as part of a choir of 9,000 people. Music Scholars and GCSE pupils then ventured to London’s West End to see Wicked. One of the Year 10 Bands (Lola R, Eloise S, Daisy H, Gemma M and Imogen H) represented Manor House at the Priors Field Battle of the Bands competition, whilst Meg W (Year 9) and Lilly W and Emily F (Year 10) prepared to perform with St Teresa’s School chamber orchestra and pupils at their Opera Evening. Vocalists and instrumentalists performed at the Senior Vocal Recital, Prep Music Recital, Prep and Senior Piano Recital, Lunchtime Woodwind Recital and Lunchtime String Recital, held across the school site in All Saints Church, Elizabeth Green Hall and Arcot. Finally, our string players attended an outstanding Stringfever workshop at Cranmore School, which inspired them with electric string instruments.
Our Summer Term has featured several very popular events such as the ‘A Night at the Musicals’ concert, which filled Arcot with friends, families and supporters to watch a number of stunning performances from shows both old and new. Prep pupils gathered in All Saints Church to watch their peers perform in the Prep Music Recital, and the whole School gathered to watch Senior performers in the Senior Music Recital in EGH. The finale of our events this year was the incredible Rock and Pop event at Leatherhead Theatre, with a staggering 120 pupils and staff taking part.
MS SUMMERLEY
MANOR HOUSE TRADITIONS
Manor House School celebrates many traditions each year. We always remember our Founders, Miss Green and Miss Wheeler, on Founders’ Day, with Drama Scholars performing a special presentation on the History of the School at the Founders’ Day service. The Form Captains accompany Ms Fantham to All Saints Churchyard to lay flowers on their grave. Everyone enjoys iced buns at break, a tradition started by the Founders’.
At Senior Prize Giving this year we were enthralled to listen to Anna Hemmings MBE, six time World Champion and two time Olympian who gave an inspiring keynote speech about resilience and choosing your attitude.
Mr O’Neil seems to have a suit for every occasion. The Santa Fun Run being one of them. It was a delight to watch pupils hop and skip around the grounds in their festive hats and jumpers.
Our Year 11 Leavers enjoy several traditional activities at the end of their time at Manor House School. On their last day before the start of Study Leave, girls dress up using their first initial as inspiration. This year they enjoyed afternoon tea and scones with members of staff and proudly took receipt of their leaver’s hoodies.
A trip to Brighton, the Leaver’s Service and Prom also forms part of the special events which mark the end of their time at Manor House School.
This year we celebrated Paris for our annual Theme Week 2024. The main house was decorated with an array of artefacts to symbolise aspects of Parisian life and culture. Pupils were off timetable and attended workshops exploring Parisian themes. Year 10 organised a charity afternoon on the last day of term.
MRS WILLIAMS
SCHOOL VALUES
Our School motto, ‘To Love is to Live’ is brought to life in our aim to develop happy young individuals who believe in their abilities and achieve their personal best. We have seven core values that reinforce our School motto and underpin school life.
These values are woven into our curriculum and daily interactions and through this holistic approach, we ensure that our motto is not just a phrase but a lived experience for everyone in our school community.
MRS GILBERT
HOUSE COMPETITIONS
House spirit has been better than ever this year. The new House board in the Mason Courtyard has proudly displayed winning certificates and photographs of key events, as well as keeping people up to date with house events.
The new House Point system in the Senior School has meant girls have gained points for their House for any behaviour that upholds our School values, including Leadership and Collaboration, leading to record breaking totals being scored.
As well as the annual events such as House Arts and Sports Day, this year we had our first House Quiz involving girls from Year 3 all the way to Year 11. The girls worked in teams of mixed age groups to answer questions on a range of topics, including knowledge of Manor House School itself. It was a pleasure to see the older girls encouraging the younger ones to participate without needing to be asked. Congratulations to Endeavour for the inaugural victory!
These House events provide invaluable opportunities for the girls to form friendships within their House as well as fostering a sense of belonging. The House Captains value the opportunity to develop their leadership skills as demonstrated by this comment from an outgoing Year 11:
“Being a House Captain gave me much more courage to talk in front of many people that I do not know. It also allowed me to have some responsibility which can prepare me for the future.“
MRS WILLIAMS
HOUSE SPORT
HOUSE SPORT
Sports Day Results 2024
SPORT
SENIOR SKI TRIP
In February this year, we embarked on an exciting journey to Pinzolo in the Italian Dolomites, for a week of skiing with 38 girls and four members of staff.
Despite threats of strikes at Italian airports, our journey was uneventful, and we soon found ourselves circumnavigating the beautiful Lake Garda as the majestic mountains lured us closer.
Following the exhausting process of ski fit and transferring all skis, boots and poles into lockers on the mountain, we were ready to ski! Our beginners soon conquered the nursery slopes and the magic carpets and within two days were ready to try a chairlift and venture down a blue run. Progress was amazing and the beginner groups were soon whizzing down the mountain with glee.
Meanwhile the intermediate and advanced groups were exploring further afield with ‘Vinnie’ and ‘Massimo’ the popular ski instructors! A long gondola ride took us over to Madonna Di Campiglio where extensive runs were long and wide, perfect for carving and practising those turns. After two days of snow, the sun came out making perfect bluebird days on the mountain. Views were spectacular and the pizza’s, freshly made were a popular lunchtime treat.
In the evening, we enjoyed spending time in our authentic and friendly hotel along with a range of evening activities. Mr Hillier impressed the crowd with his hidden karaoke voice and his entertaining bingo calls. The girls enjoyed the scavenger hunt and the torchlit walk was a new experience. All in all, a great week was had by all, and the girls were a pleasure to take away. I am sure that the memories made will last a lifetime and I hope that we have inspired the next generation of skiers.
MS FANTHAM
WELLBEING AT MANOR HOUSE SCHOOL
Pupil wellbeing continues to be a priority at Manor House School. Throughout the academic year, a series of initiatives and events were implemented to support both the physical and mental health of pupils, fostering an environment where they can thrive academically, socially, and emotionally.
Our updated rewards system in the Senior School ensures that pupils receive praise and recognition for demonstrating behaviours aligned with our School values, including collaboration and individual challenge, as well as kindness to others.
One highlight of the year was the Colour Run for World Mental Health Day, organised by the Friends of Manor House School (FOMHS). It was a fantastic success, bringing our School community together to raise awareness about mental health.
This year has also seen the creation of a Wellbeing Committee with members from all year groups. The Wellbeing Ambassadors have been spreading the message of healthy habits including a balanced diet, sleep, and exercise through assemblies and displays.
They created a wellbeing board filled with posters they have designed themselves with helpful tips on supporting mental health and where to seek help. You can also find these posters in all form rooms and girls’ bathrooms, reminding everyone to prioritise their mental wellbeing.
The hot chocolate Buddy Walk held in the Autumn Term, proved to be very popular, prompting the committee to arrange a follow-up event in the Spring Term to admire the snowdrops in The Dell. These wellbeing walks not only provide an opportunity for pupils to unwind and connect with nature but also foster meaningful peer relationships, reinforcing the sense of belonging within the school community.
As Manor House School continues to prioritise pupil wellbeing, it remains dedicated to fostering a community where every individual feels valued and empowered to thrive.
PSHRSE IN THE PREP SCHOOL
Pupils in the Prep School love joining in with the wellbeing events on offer throughout the School year and our own Well-being Ambassadors enjoy participating in organising and helping to deliver these activities.
As in the Senior School, personal wellbeing and development is promoted through a comprehensive PSHRSE education programme giving children the knowledge, understanding, attitudes and practical skills to live happy, safe, healthy, productive lives and meet their full potential.
This programme takes the form of weekly lessons following three core themes:
• Health and Wellbeing
• Relationships
• Living in the Wider World Sessions take many forms and are often very active including role play, discussion, artwork, research and model making.
This is further enhanced through WholeSchool spiritual, moral, social and cultural elements and work on our Prep School values which focus on personal development, behaviour and attitude and staying safe in an ever-changing world.
MRS GILBERT
CLUBS
At Manor House School, we understand that education goes beyond the classroom, and we are committed to nurturing well-rounded individuals. Our diverse extra-curricular activities offer students more than just fun; they provide invaluable opportunities for growth and development.
From sports teams to debate clubs, drama productions to national science competitions, there’s something for everyone. These activities foster teamwork, leadership, and resilience, while also offering a break from academic work.
We were pleased to have engaged over
90% of pupils in extra-curricular clubs and activities this academic year.
MRS GILBERT
CAREERS AND ENTERPRISE
This year we have had the privilege of welcoming many external guests to the School allowing the pupils to see the many opportunities that lie beyond Manor House School. Pupils have been very welcoming to all our guests, and many are delighted at how cheerful and pleasant the girls are.
Guests have ranged from high-ranking members of the Rotary Club, visiting Authors, Head of Player Care at Chelsea Football Club, the CEO of a Charitable Foundation, along with past pupils on a few occasions to talk to the girls about some of their experiences post Manor House School with their chosen subjects.
The Senior School have received regular emails about Millie Group events, which you may recall provide webinar and panel discussions for students about a variety of career’s that are available in the emerging world. All Senior pupils can access the back catalogue of these by signing up/logging in on their website, or by visiting their YouTube channel.
To prepare pupils for life outside of education and give them up-to-date impartial information about the career market, we have partnered with Morrisby. The focus and aim here is to provide all students a better idea of what careers may suit their interests, helping to guide them on their path towards whatever their ambitions may be through GCSE’s and beyond. They will work on their profiles throughout Key Stage 3 and then focus on career paths and producing CV’s and Personal statements that will benefit them in life.
This year we had three teams enter the Girls Are Investors (GAIN) Challenge.
This challenge operated by giving each team an assigned stock to investigate, research and then assess whether to buy, hold, or sell as an investment opportunity. There were online sessions where industry experts took them through from fundamentals of investment to bringing everything together and creating a stock pitch presentation. This year we were fortunate that the girls had a personal mentor who was able to come into school and meet in person. This year there were significantly more entries than before and unfortunately the girls didn’t win, but the judges feedback complimented the extensive analysis groups had done, were impressed with the highly engaging presentations and were pleased to see a balanced
approach to the ESG of each company. This competition is something that we will aim to enter again with the new cohort of Year 10’s. Please keep an eye out for information on this and how to sign up at the end of the Autumn Term.
INTERVAL LEARNING
Once upon a time, in a school long ago, I had been part of the interview panel for the job of class teacher. As part of the process, I observed the candidates teach a demonstration lesson. In those days, candidates weren’t provided details of the pupils in advance, not even their first names, and on this day, the form teacher had run out of labels, so the children weren’t even named for the candidates.
The third candidate of the day, Miss X, we shall call her, was now ensconced at the front of the class. She seemed pleasant, but unremarkable. She gave a small cough and looked up and around the room of children with huge eyes.
The children sat expectantly. In a quiet voice, she explained that it was important and polite to introduce oneself to a newcomer. She told the children her name and then she asked each child to introduce themselves. At this point, I looked at my watch...25 pupils and only 25 minutes to go. It was likely this lesson was going to be content ‘light’. Around the room, each of the 25 children chirpily said, ‘Good morning, Miss X’ and offered their name. After the last child spoke, there was a pause.
And then, Miss X did the most extraordinary thing.
In a quiet, but clear voice, she said, ‘Denis, Precilla, Jayden and Clarice, please kindly stand and make a group here by the door. Bertie, Billy, Dayna and Sally, you’ll be near the filing cabinet...’ and on and on until all 25 pupils’ names had been used with spine-tingling accuracy, and all children had been arranged just so in her desired position. She then cracked a keen whip and the lesson lurched into a merry canter full of fine teaching and avid learning.
Miss X, if you’re wondering, got the job. She didn’t interview too well but the pupil feedback was glowing and the lesson was quite the most remarkable 20’ish minutes of pure teaching and learning excellence.
However, this piece isn’t about Miss X’s teaching prowess: it is about her memory. Statistics suggest that there are only 100 people on the planet with a ‘Highly Superior Autobiographic Memory’ (according to the New Scientist website), which is as close as we can get to a photographic memory. Apparently, there is no evidence that a photographic memory exists. However, some people, like Miss X, come close, in my estimation.
And in these weeks’ post exams, I have again been badgering my charges with the merits of Interval Learning.
You see, for those of us with average or less than average memories, revision is a year-long process. It is not just a two week ‘event’ that happens before an exam phase. Studies show that cramming before exams can be particularly unhealthy: it can spike cortisol levels, lead to toxic dietary choices (tiredness = sugar cravings), decrease healthy choices (no time to go for a walk or relax with friends) and increase unhealthy thinking habits (I’m never going to get all this done!! ARRRGH!!’). Cramming simply puts too much pressure on the short-term memory and does not make long-term connections to prior learning. The stress that cramming creates also blocks the neurological signals from doing their thing in the long-term memory. Cramming means we are in fight or flight: not the optimal place for mulling over Pythagoras.
Instead, what we teach in our subject classes, study skills lessons and one-to-one lessons is the need to be more in control of this learning process. The technique we teach is called Interval Learning. Interval Learning is the process by which a person revisits learned material to shift it from the short-term memory to the long-term. In doing so, we disrupt the ‘forgetting curve’: the memory model created by German scientist Ebbinghaus. His idea is essentially that we lose information over time if we don’t try to retain it. In real terms, this means, on top of doing homework (which, thankfully, is always an echo of learned material in class), one must re-visit key concepts, vocabulary, dates and formulae, with some regularity for it to ‘stick’ with any permanence. This is no ‘quick fix’: it requires a sustained and methodical effort. It needs to happen usually at weekends, and often on a Saturday morning when you’re fresh and less likely to be in a ‘stress’ zone. It isn’t glamorous, but it gets results. To me, it is how best to revise.
So, each week, one must find some time to re-visit what’s been learned that week. We know that we are less likely to retain information if we just read it. If we ‘do’ something with it, the likelihood of retaining it increases by up to 50%. We teach children to try a variety of ways to ‘do’ something with the information to help our brains to retain it: make flash cards, summarise it in a mind map, create a song about it, teach someone else about it. It really doesn’t matter and not one technique is ‘right’. It just means that the more regularly you revisit, think about and link information, the more likely you are to remember it.
And, of course, once exams are over, the work isn’t finished. According to John Hattie’s meta-research, the long summer holidays can have a big negative impact on learning. That’s why I always suggest revisiting some of the learning tools that children have made, prior to the recent exams, over the break. At the very least, children should be doing a little maths every week and reading every other day. Insisting on this rhythm as parents will help create long term learning habits for now and into the future.
What ever happened to Miss X?’ I hear you cry! Well, it might interest you to know that she has found fame, of sorts, on a wellknown quiz show!
MRS SMITH
THE FRIENDS OF MANOR HOUSE SCHOOL
Friends of Manor House (FOMHS) is a registered charity (Charity No. 1129072) and a friendly committee of volunteer parents who help raise money for the school.
FOMHS also provides social opportunities for parents and pupils through a variety of events throughout the year. The team runs events such as the Prep School Disco, Mufti-Day, Winter Hot Chocolate Stalls, Summer Fun Days/Campouts, and the Colour Run.
FOMHS also runs the Second-Hand Uniform Shop. This shop is managed by a small group of dedicated volunteers who work to keep up with the increasing demand for uniforms, shop sales, listing and recording uniforms delivered weekly, stock organization, accounting, and supporting many new parents joining MHS every year with sizing and purchasing uniforms.
All monies raised throughout the year go towards projects that benefit all the girls at the school. This year, FOMHS has made the largest single donation for an exciting new playground. The girls had been asking for more swings and a better playing space, so we consulted
with external companies. Thanks to the fundraising efforts over the past two years, we can fund a new playground complete with four swings, a net swing, and a new play structure.
We greatly appreciate all the support at our events and encourage parents and members of the school community to get
involved. Even if you only have a small amount of time available, we are always looking for additional team members who can contribute time, ideas, or be part of the FOMHS team, allowing you to meet other like-minded parents. If you are interested in joining, please do get in touch.
MRS BURNS, CHAIR FOMHS
ALUMNAE
On Thursday 20th April, my sister Tracy and I had an amazing trip down memory lane visiting Manor House. We were boarders. Tracy joined as a ten-year-old in 1975 and I joined a year later in the January of 1976 when I was eight.
We were immediately transported back in time. The house looms large and beautiful in its wonderful grounds at the end of the drive. The wide green door remains and above it the large arched window. The window to the left was green dormitory (current Staff Room) from where I remember waving my dad goodbye on my first evening.
As a listed building, it all looks just as it was. The hallway, the stairs, the layout and even the smell.
During our visit we reminisced about our boarding school years as we explored inside.
To the right of the stairs there used to be a payphone where we would phone home. To the left, used to hang a large gong that was robustly sounded for each meal.
On the final night of term, we had the illicit ‘midnight feast’. We remembered the many nights when we would listen out for Miss Grubb’s (matron’s) steps as she patrolled the corridors after ‘lights out’. We were allowed to rearrange our beds into a star shape, the foot of each bed touching at the centre.
Having long hair was a trial because we would have to sit in there once a week on hair-washing night whilst Mrs Oliver dried our hair with a large pink Morphy Richards hairdryer on low speed and an unforgiving Mason and Pearson brush.
A regular feature of the breakfast menu was porridge oats (not cooked) with cocoa powder. Whenever boiled eggs were served my heart sank. They always seemed to be not only very runny but watery!
Boarders always looked forward to Bonfire Night. Mr Akester ( Head Gardener) and his team of two would have prepared a huge pyre. Once dark, we all donned warm clothing and were led out to the spot which was always to the right of the Dell and behind the nearby tennis court. As we gathered around the bonfire, we were all given plastic cups of tomato soup and a toffee apple – such a treat!
Our visit that day ended with a sunny walk around the grounds and it was so lovely to see the girls play as we had played – make believe stories in and around the laurel bushes. The pool used to be unfenced and we spent many weekends daring to dive off the top board. The dell, now home to Forest school used to be a barely frequented area except for Shakespeare plays – it was eery and atmospheric then whereas now it is a real delight. It was a really poignant visit – a special place where we were welcomed so warmly by staff and girls alike. It was an absolute pleasure and we left feeling how lucky we were to be Manor House girls.
UNIFORM LIST:
7 PAIRS OF KNICKERS, 3 PAIRS OF LARGE GREEN OVER-KNICKERS, A DRESS FOR EURYTHMICS, TWEED SKIRT, COAT AND TAMASHANTA FOR CHURCH ON SUNDAYS, A FLORAL DRESS, BLAZER, BOATER AND WHITE GLOVES IN THE SUMMER. WE HAD INDOOR SHOES AND OUTDOOR SHOES, A HOCKEY STICK AND TENNIS WHITES WITH PRIZED GREEN FLASH TRAINERS.
ALUMNAE LESLEY WELBURN (NEE GOULDING) AND TRACEY KING (NEE GOULDING) WITH MS FANTHAM
EFFINGHAM SCHOOLS TRUST PARTNERSHIP
Joining the Effingham Schools Trust has opened access to facilities and opportunities for both pupils and staff. With all three schools working in strong partnership, we now have over 1400 pupils on roll across the Trust.
With regular use of the indoor pools, fitness suites, astroturf pitches and the Combined Cadet Force facilities, pupils have been able to develop skills and broaden their interests across a wide range of activities.
Our pupils have combined with the other schools for curriculum enrichment opportunities such as plays to support their English literature, French and Art workshops, Forest school and Maths master classes to name but a few.
We have welcomed staff from Cranmore who have ably led our Nursery and over the coming year, we will be joined by more Nursery staff as the 2-year-old intake moves solely to Manor House.
From September, we will welcome boys into the Reception class for the first time in many years, numbers across the school have increased and our pupils will be able to progress to the co-ed Effingham Sixth Form from September 2025.
